This article presents a study of corrective feedback and learner uptake (i.e., responses tofeedback) in four immersion classrooms at the primary level. Transcripts totaling 18.3 hours ofclassroom interaction taken from 14 subject-matter lessons and 13 French language arts lessonswere analyzed using a model developed for the study and comprising the various moves in anerror treatment sequence. Results include the frequency and distribution of the six differentfeedback types used by the four teachers, in addition to the frequency and distribution of differenttypes of learner uptake following each feedback type. The findings indicate an overwhelmingtendency for teachers to use recasts in spite of the latter's ineffectiveness at elicitingstudent-generated repair. Four other feedback types—elicitation, metalinguistic feedback,clarification requests, and repetition—lead to student-generated repair more successfullyand are thus able to initiate what the authors characterize as the negotiation of form.